What are we designing education for? That question should sit at the center of every serious conversation about the future of education in California.
When was the last time that California state leaders articulated a vision for educating its students?
A Portrait of a Graduate provides a whole child vision that serves as a North Star and brings necessary coherence to the multiple efforts underway. As such, it has tremendous power and potential to be a driver for transformational change.
By design, portfolios are student-centered, letting them reflect on their learning, consider criteria for high quality work, and curate the artifacts that they believe best represent their abilities. It builds a sense of agency.
The fact is that learning is not, and never has been, bounded by the classroom, clock, calendar, and curriculum. We need to value and validate learning that happens beyond those boundaries.
I’m in favor of keeping as many post-secondary options open for as many students as possible for as long as possible. However, I fear we are being too myopic in our focus on A-G access and completion.
With the advances of the past century, isn’t it time to re-evaluate what is “core”? What competencies do young people need to face future challenges?
The fact is, the vast majority of young people go through school without a sense of purpose. Our school system does not foster it.
Chronic absenteeism is merely a symptom of a larger problem that has been building for years, perhaps decades — that too many students don’t find school to be interesting, engaging, or relevant for their futures.